1. Jean Piagetsee bio
Name of theory: Stages of Cognitive Development
Description: Jean Piaget's theory suggests that all children move through four different stages of mental development from birth to adolescence.
2. Gary Phye
Name of theory: Stages of Transfer for Strategies
Description of theory: He described three stages (acquisition phase, retention phase, and transfer phase) in developing strategic transfer. These stages help build both procedural and self-regulatory knowledge.
3.[insert theorists name]
Name of theory: [insert]
Description of theory: [insert]
Part One:
Back in Chapter 8, three kinds of knowledge were discussed, declarative, procedural, and self-regulatory knowledge. Metacognition contains all three kinds of knowledge. When accomplishing goals or solving problems these three goals are used. There are also three metacognitive skills used when regulating thinking and learning. Planning consist of time management, strategizing, how to begin, gathering information, rules to obey, when to browse and when to pay close attention to, and so on. Monitoring meaning checking and observing something/s over and over, or double checking. Lastly, Evaluating involves making judgments about the process and outcomes of thinking and learning. These skills tend to happen when we don’t even realize it. Individual differences in Metacognition have to do with how the child was brought up and how their mind developed (maturation), age, biology, and learning experiences. According to the theorists, Hallahan and Kauffman, many students with learning disabilities have trouble monitoring their attention, mainly with long tasks. Working with those students on their metacognitive skills can help improve the way they perform in school.
There is a strategy that is used by many teachers called KWL in order to guide reading and help in learning. K stands for: what the student knows, W stands for what the student wants to know, and L stands for what the student has learned. This allows students to show their prior knowledge of the topic, it sets a purpose for reading, and helps monitor their knowledge/understanding. Metacognitive development for secondary and college students can also incorporate metacognitive questions into assignments and learning material.
Some teachers believe that memorizing is learning, but understanding is more than just memorizing. Chapter 8 explains that when we learn something for the first time it greatly influences how well we remember the information and how we can apply the knowledge at a later time. Students must first be cognitively engaged, focused and attentive on the important characteristics of the material. Then, they must make connection, go in depth, translate, and so on in order to think and process deeply. Greater more practice and processing=stronger learning. Lastly, the student must regulate and monitor their own knowledge…metacognitive.
Part Two:
The book defines Learning Strategies on page 321 as a special kind of procedural knowledge-knowing how to approach learning tasks. There are many, many strategies. Learning strategies can be cognitive, metacognitive, or behavioral, all are ways of undertaking a learning task. Exposing students to different strategies, other than just general learning strategies, can help improve the way they think and learn. As time goes on and student face more and more tasks, they become more automatic in applying strategies and less intentional effort is needed. Students will start to use more specific strategies from particular subjects.
As shown in the table on page 322, learning begins with focusing attention. Being able to find the most important information can be difficult, especially if the information isn’t familiar to you. Some ways teachers could help their students find that important information is by using signals, like bold words, outlines, headings, or other indications to point out the key material.
Another learning strategy would be learning how to summarize. When students are learning how to summarize, the teacher can suggest ways for them to start, like coming up with a topic sentence for each paragraph or section, picking out big ideas that go over many key points, find supporting info for big ideas, and delete anything irrelevant information. Teacher should start off the student with short, easy, well-structured reading and once the student have mastered them start making the readings longer, more difficult, and less organized. Discuss in class big ideas, what was important, and why.
Two strategies used by many college students, is underlining and note-taking. It is likely the two most common and ineffective strategies used. The first problem is that they underline/highlight too much. Transforming the information into your own words while underlining, capturing main ideas, and actually understanding the material would help. Taking notes is very difficult but if the strategy is do correctly it will make a difference. Here are some bullet points to how they make a difference:
Focuses attention during class. Unless taking notes distracts you from listening then it is rather pointless.
You construct meaning from what you are hearing, seeing, or reading, which makes you elaborate, convert into own words, and remember.
Provides you with external extended storage that can be reviewed at later time. Students who use note to study=better on tests, especially if high-quality notes (key ideas, concepts, things teacher said but not in notes)
For some suggestions about Learning Strategies, take a look at the study skills site http://www.uuc.vt.edu/stdysk/stdyhlp.html established by Virginia Polytechnic Institute and you can also look at http://www.studygs.net/ for more ideas!
We are now introduced to a concept map and a Cmap. According to the book, a concept map is a drawing that charts the relationships among ideas and the Cmaps are tools for concept mapping developed by the Institute for Human and Machine Cognition that are connected to many knowledge amps and other resources on the Internet.
For advice and additional info about the creation and use of concept maps, visit http://www.graphic.org/concept.html the Web site Graphic Organizers AND to download your own concept mapping tools visit http://cmap.ihmc.us/ at the Website for the Institute for Human and Machine Cognition Cmap tools.
In the process of reading, a strategy many teachers use is mnemonic why helps students remember the steps involved. Having steps and following can make the students more aware of the organization of the material and then the students will study the material in sections instead of everything all at once.
Sometimes there are students who learn the strategies but do not apply them when they could or should. This is called production deficiency. This is especially a problem with students that have learning disabilities. In order to help them apply these strategies, teaching them directly would help to insure that the student actually uses the strategy they learn.
We are given different models and methods to help the learning process such as R.E.A.D.S. and C.A.P.S. along with others. These models help students become expert learners. Teachers can require such outline models as a homework assignment to get students use to such methodology. The hope of this approach is that students get use to these outlines and use them even when not required for a grade.
Part Three:
On page 328 the book introduces problem solving techniques. Teachers should provide problems to groups of students, as well as, individual students to allow every student a chance hear alternative ways of thinking, as well as, developing there own problem tactics. Teachers can push students to visualize a problem with diagramming or drawing it out. For example, in teaching Greek colonization of the Mediterranean a teacher could have students draw the process through a series of simple stick figure pictures.
Part Four:
On page 339 the importance of creativity in education is emphasized. Teachers need to encourage divergent thinking (coming to a solution in many different ways) by allowing students to supplement a teachers instruction by offering their own way of looking at a topic no matter how unusual it may be. However for this to be effective teachers also need to encourage their students to trust their judgment. This can be accomplished by giving non graded assignments periodically. Giving a grade for creativity (extra credit possibly) will also encourage creativity in your classroom.
Concept One: Metacognitive Skills
The Three Metacognitive skills, Individual Differences in Metacognition, Developing Metacognition
Concept Two: Critical Thinking
Defining and clarifying a problem at hand, and judging information related to that problem.
Concept Three: Transfer
After extensive practice, behaviors are applied outside of the classroom. the become second nature to the child. For example: manners, social interaction, reading, writing, etc.
Practical Applications: Idea One:
On page 328, Table 9.2 Teaching Strategies for Improving Students' Metacognitive Knowledge and Skills are good guidelines to follow when teaching any metacognitive strategy.
Idea Two:
On page 303 in the eleventh edition of the textbook, Woolfolk presented some teachers with a situation where students were finding sources for papers on the internet, which in and of itself is not a bad thing. However, the situation states that students are not critically evaluating these sources and are simply accepting the information without question. Several teachers gave their solutions, but one stuck out in particular. Carla S. Higgins, a k-5 literacy coordinator, stated that she would not assign a research paper. Rather, she would teache students how to conduct meaningful research and in turn how to publish that research effectively.
Here is the template for the Cornell note taking system. In the book pp. 321-324. It is explained as an alternative for note taking, especially for students who are struggling with note taking. Application for teachers is that this file can be downloaded and used in your classrooms for note taking purposes.
Idea Three:
On page 319 and 320, there are examples of developing metacognition such as self-reflections. There is a real life example of how do that and what questions to ask on these pages.
Licensure Exam (Connect and Extend to Praxis II): Connection One:
This chapter contains several connect and extends, including information on concept maps, development of thinking skills, effective implementation of learning strategies and suggestions on how to successfully transfer knowledge from school to the world.
Connection Two: Problem Solving
This chapter includes the steps in the general problem-solving process.
Connection Three: Transfer
This chapter helps teachers get their students to transfer their knowledge to the broader world. When students transfer their learning from school to other contexts, this is evidence of superior instruction.
Table of Contents
Chapter Outline
Key Terms
Quizlet
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Key Theorists
1. Jean Piaget see bioName of theory: Stages of Cognitive Development
Description: Jean Piaget's theory suggests that all children move through four different stages of mental development from birth to adolescence.
2. Gary Phye
Name of theory: Stages of Transfer for Strategies
Description of theory: He described three stages (acquisition phase, retention phase, and transfer phase) in developing strategic transfer. These stages help build both procedural and self-regulatory knowledge.
3.[insert theorists name]
Name of theory: [insert]
Description of theory: [insert]
(back to top)
Summary of Chapter
Part One:Back in Chapter 8, three kinds of knowledge were discussed, declarative, procedural, and self-regulatory knowledge. Metacognition contains all three kinds of knowledge. When accomplishing goals or solving problems these three goals are used. There are also three metacognitive skills used when regulating thinking and learning. Planning consist of time management, strategizing, how to begin, gathering information, rules to obey, when to browse and when to pay close attention to, and so on. Monitoring meaning checking and observing something/s over and over, or double checking. Lastly, Evaluating involves making judgments about the process and outcomes of thinking and learning. These skills tend to happen when we don’t even realize it.
Individual differences in Metacognition have to do with how the child was brought up and how their mind developed (maturation), age, biology, and learning experiences. According to the theorists, Hallahan and Kauffman, many students with learning disabilities have trouble monitoring their attention, mainly with long tasks. Working with those students on their metacognitive skills can help improve the way they perform in school.
There is a strategy that is used by many teachers called KWL in order to guide reading and help in learning. K stands for: what the student knows, W stands for what the student wants to know, and L stands for what the student has learned. This allows students to show their prior knowledge of the topic, it sets a purpose for reading, and helps monitor their knowledge/understanding. Metacognitive development for secondary and college students can also incorporate metacognitive questions into assignments and learning material.
Some teachers believe that memorizing is learning, but understanding is more than just memorizing. Chapter 8 explains that when we learn something for the first time it greatly influences how well we remember the information and how we can apply the knowledge at a later time. Students must first be cognitively engaged, focused and attentive on the important characteristics of the material. Then, they must make connection, go in depth, translate, and so on in order to think and process deeply. Greater more practice and processing=stronger learning. Lastly, the student must regulate and monitor their own knowledge…metacognitive.
Part Two:
The book defines Learning Strategies on page 321 as a special kind of procedural knowledge-knowing how to approach learning tasks. There are many, many strategies. Learning strategies can be cognitive, metacognitive, or behavioral, all are ways of undertaking a learning task. Exposing students to different strategies, other than just general learning strategies, can help improve the way they think and learn. As time goes on and student face more and more tasks, they become more automatic in applying strategies and less intentional effort is needed. Students will start to use more specific strategies from particular subjects.
As shown in the table on page 322, learning begins with focusing attention. Being able to find the most important information can be difficult, especially if the information isn’t familiar to you. Some ways teachers could help their students find that important information is by using signals, like bold words, outlines, headings, or other indications to point out the key material.
Another learning strategy would be learning how to summarize. When students are learning how to summarize, the teacher can suggest ways for them to start, like coming up with a topic sentence for each paragraph or section, picking out big ideas that go over many key points, find supporting info for big ideas, and delete anything irrelevant information. Teacher should start off the student with short, easy, well-structured reading and once the student have mastered them start making the readings longer, more difficult, and less organized. Discuss in class big ideas, what was important, and why.
Two strategies used by many college students, is underlining and note-taking. It is likely the two most common and ineffective strategies used. The first problem is that they underline/highlight too much. Transforming the information into your own words while underlining, capturing main ideas, and actually understanding the material would help. Taking notes is very difficult but if the strategy is do correctly it will make a difference. Here are some bullet points to how they make a difference:
For some suggestions about Learning Strategies, take a look at the study skills site http://www.uuc.vt.edu/stdysk/stdyhlp.html established by Virginia Polytechnic Institute and you can also look at http://www.studygs.net/ for more ideas!
We are now introduced to a concept map and a Cmap. According to the book, a concept map is a drawing that charts the relationships among ideas and the Cmaps are tools for concept mapping developed by the Institute for Human and Machine Cognition that are connected to many knowledge amps and other resources on the Internet.
For advice and additional info about the creation and use of concept maps, visit http://www.graphic.org/concept.html the Web site Graphic Organizers AND to download your own concept mapping tools visit http://cmap.ihmc.us/ at the Website for the Institute for Human and Machine Cognition Cmap tools.
In the process of reading, a strategy many teachers use is mnemonic why helps students remember the steps involved. Having steps and following can make the students more aware of the organization of the material and then the students will study the material in sections instead of everything all at once.
Sometimes there are students who learn the strategies but do not apply them when they could or should. This is called production deficiency. This is especially a problem with students that have learning disabilities. In order to help them apply these strategies, teaching them directly would help to insure that the student actually uses the strategy they learn.
We are given different models and methods to help the learning process such as R.E.A.D.S. and C.A.P.S. along with others. These models help students become expert learners. Teachers can require such outline models as a homework assignment to get students use to such methodology. The hope of this approach is that students get use to these outlines and use them even when not required for a grade.
Part Three:
On page 328 the book introduces problem solving techniques. Teachers should provide problems to groups of students, as well as, individual students to allow every student a chance hear alternative ways of thinking, as well as, developing there own problem tactics. Teachers can push students to visualize a problem with diagramming or drawing it out. For example, in teaching Greek colonization of the Mediterranean a teacher could have students draw the process through a series of simple stick figure pictures.
Part Four:
On page 339 the importance of creativity in education is emphasized. Teachers need to encourage divergent thinking (coming to a solution in many different ways) by allowing students to supplement a teachers instruction by offering their own way of looking at a topic no matter how unusual it may be. However for this to be effective teachers also need to encourage their students to trust their judgment. This can be accomplished by giving non graded assignments periodically. Giving a grade for creativity (extra credit possibly) will also encourage creativity in your classroom.
(back to top)
Key Concepts
Concept One: Metacognitive SkillsThe Three Metacognitive skills, Individual Differences in Metacognition, Developing Metacognition
Concept Two: Critical Thinking
Defining and clarifying a problem at hand, and judging information related to that problem.
Concept Three: Transfer
After extensive practice, behaviors are applied outside of the classroom. the become second nature to the child. For example: manners, social interaction, reading, writing, etc.
(back to top)
Application for Teachers
Practical Applications:Idea One:
On page 328, Table 9.2 Teaching Strategies for Improving Students' Metacognitive Knowledge and Skills are good guidelines to follow when teaching any metacognitive strategy.
Idea Two:
On page 303 in the eleventh edition of the textbook, Woolfolk presented some teachers with a situation where students were finding sources for papers on the internet, which in and of itself is not a bad thing. However, the situation states that students are not critically evaluating these sources and are simply accepting the information without question. Several teachers gave their solutions, but one stuck out in particular. Carla S. Higgins, a k-5 literacy coordinator, stated that she would not assign a research paper. Rather, she would teache students how to conduct meaningful research and in turn how to publish that research effectively.
Here is the template for the Cornell note taking system. In the book pp. 321-324. It is explained as an alternative for note taking, especially for students who are struggling with note taking. Application for teachers is that this file can be downloaded and used in your classrooms for note taking purposes.
Idea Three:
On page 319 and 320, there are examples of developing metacognition such as self-reflections. There is a real life example of how do that and what questions to ask on these pages.
Licensure Exam (Connect and Extend to Praxis II):
Connection One:
This chapter contains several connect and extends, including information on concept maps, development of thinking skills, effective implementation of learning strategies and suggestions on how to successfully transfer knowledge from school to the world.
Connection Two: Problem Solving
This chapter includes the steps in the general problem-solving process.
Connection Three: Transfer
This chapter helps teachers get their students to transfer their knowledge to the broader world. When students transfer their learning from school to other contexts, this is evidence of superior instruction.
(back to top)
Applications for Content
Application One:[insert connections to things like history, poli sci, English from an outside of teaching perspective]
Application Two:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
Application Three:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
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Multimedia Learning Material
Overview of items:This link gives suggestions and metaphors for teaching complex cognitive processes! Very interesting!
Details of audiovisual material:
[insert items/files]
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POOT Forums
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Test Your Knowledge
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Teacher Resources
CarnegieMellon Gives several tips on teaching Complex Cognitive Processes!(back to top)
Top-Rated Student Generated Files
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